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Sign in to use this feature. This article has no associated abstract. Education Philosophy. Philosophy of Education in Philosophy of Social Science categorize this paper. Applied ethics. History of Western Philosophy. Nuttall and G.
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Curriculum Pedagogy And Educational Research The Work Of Lawrence Stenhouse
Fit for purpose? Moreover - and this is crucial - he never believed that enquiry could only be conducted by the most able. He held strongly to the view that young people of all abilities and backgrounds could be encouraged to think of their learning in terms of enquiry. Moreover, he viewed this achievement not as the mere fulfilling of individual potential but as sharing in and participating in a democratic culture.
What is striking about Stenhouse the person, however, is that he found the energy and purpose to try and make these ideas actually happen in the classroom. He was an intellectual all right, but one with strong pragmatic abilities as well. He attended Manchester Grammar School and was much influenced by one of the history teachers there, who helped him to see and experience the seductive power of ideas. After teaching for a number of years, Stenhouse worked at Durham University in the mids before moving to Jordanhill College in Glasgow. The HCP arose from two sources: an investigation by the Nuffield Foundation into school leavers, and a series of papers commissioned by the Schools Council  on subject teaching.
The HCP explored how standards in the humanities broadly conceived could be raised so as to improve the quality of the schooling experience for young people. The role of the teacher was not merely to facilitate learning to a prescribed outcome: the teacher herself would not know what the outcome of the enquiry would be. Learning packs were compiled by the HCP team, but teachers were not expected to be bound by them.
The HCP was trialled in over 40 schools and for a time gained the attention of the national press. This arose from its attempt to address race relations through a strategy of enquiry in which the teacher herself remained neutral. The classroom procedure of the HCP is documented by Elliott on p. Evidence suggested that the process did not give free rein to bigotry but, if anything, encouraged greater tolerance among pupils. Stenhouse believed that the culture of a classroom affected the nature of the learning that happened there; so, for example, a classroom with a strongly instrumental culture would learn democratic values through instruction rather than enactment.
Other chapters in the book are also full of interest. In: Tensions of Teaching. Toronto: Canadian Scholars' Press. Newman, Judith M. Ed Building Supportive Classrooms.
A Report on the St. Boniface Literacy Intervention Project. English Quarterly , 24 1. Volume 1, No. Teaching Today for Tomorrow. Toronto: Canadian Scholars Press, Inc.
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Noddings, Nel The Caring Professional. North, Stephen The Practitioners. Ohanian, Susan Counting On Children. Owen Publishers, Inc. Perrone, Vito Empowering Teachers. In: A Letter to Teachers. Pinball as a Metaphor for Action Research. Picone, John Knowledge, Skills, or Judgement.
Pogrow, Stanley Reforming the Wannabe Reformers.
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